scholarly journals Residents’ transformational changes through self-regulated, experiential learning for professionalism

2021 ◽  
Author(s):  
Janet M De Groot ◽  
Aliya Kassam ◽  
Dana Swystun ◽  
Maureen Topps
Keyword(s):  
Experiential Learning ◽  
Patient Care ◽  
Professional Growth ◽  
Teaching Hospitals ◽  
Power Dynamics ◽  
Self Awareness ◽  
Structured Interviews ◽  
Clinical Learning Environment ◽  
Clinical Environments ◽  
The Impact

Purpose: Postgraduate trainees (‘residents”) are required to convey professional behaviours as they navigate complex clinical environments. However, little is known about experiential learning for professionalism. Thus, we asked residents about professionalism challenges within the clinical learning environment: 1) how challenges were identified, 2) what supported successfully addressing challenges and 3) the impact of addressing challenges to further inform resident education. Method: From 2015-2016, twenty-five residents across specialties and multiple university affiliated teaching hospitals participated in appreciative inquiry informed audio-taped semi-structured interviews. Transcripts were categorized deductively for the 2015 CanMEDS Professional Role element addressed (commitment to patients, society, the profession, and physician health).  A pragmatic research paradigm focussed descriptive data analysis on actions and outcomes.  Results: Residents actively identify opportunities for experiential learning of professionalism within the clinical workplace– addressing conflicting priorities with interprofessional clinicians to ensure excellent patient care, providing informal feedback regarding peers’ and other healthcare clinicians’ professionalism lapses and by gaining self-awareness and maintaining wellness. There were no descriptions of commitment to society. Values, relationships, and reflection supported professional behaviours. Many described transformative personal and professional growth as an outcome of addressing professionalism challenges. Conclusions: Residents self-regulated experiential learning for professionalism often results in transformational changes personally and professionally. Elucidation of how residents successfully navigate power dynamics and conflict to provide excellent patient care and feedback for professional regulatory behaviour will support professionalism education. An interprofessional research lens will be valuable to explore how best to incorporate commitment to society within clinical environments. 

Experiences of newly qualified midwives working in clinical practice during their transition period

2021 ◽  
Vol 29 (9) ◽  
pp. 524-530
Author(s):  
Heather Watson ◽  
Donna Brown
Keyword(s):  
Clinical Practice ◽  
Professional Growth ◽  
Transition Period ◽  
Learning Opportunities ◽  
Qualitative Approach ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Clinical Area ◽  
Care Environment ◽  
The Impact

Background With greater numbers of midwives being trained to counteract the predicted shortages, it seems that it is now more vital than ever to explore how newly qualified midwives (NQMs) describe their experiences in the clinical environment, the support they have received, and identify barriers to their development during the transition period. Aim The aim of this study was to explore NQMs experiences of working clinically during the transition from student to qualified midwife. Method Using a qualitative approach, eight NQMs participated in semi-structured interviews. Findings The findings revealed four key themes that sum up the NQMs experiences: expectations and realities of the role; creating conditions for professional growth; the impact of the care environment; and limitations to creating a healthful culture. Conclusions The clearly articulated journey that has been described by the NQMs demonstrated that there is both a need and desire to change, improve and develop the transition period for all new midwives working in clinical practice. Consideration needs to be given to more robust guidance, with some ideas for development, such as support forums for NQMs to meet up on a regular basis; advanced planned rotation with flexibility; a named preceptor/‘buddy’ in each clinical area; and a shared online forum to allow the NQMs to discuss and share experiences, and to signpost to any useful information or learning opportunities available.

The Student Experience of Video-Enhanced Learning, Assessment, and Feedback

2020 ◽  
pp. 20-40
Author(s):  
James McDowell
Keyword(s):  
Student Experience ◽  
Integrated Model ◽  
Learning Assessment ◽  
Self Awareness ◽  
Structured Interviews ◽  
Methodological Triangulation ◽  
Direct Interpretation ◽  
Interviewing Techniques ◽  
The Impact ◽  
Enhanced Learning

Evaluating the impact on the student experience of the integrated model of video-enhanced learning, assessment, and feedback discussed in the previous chapter, qualitative data collection employed anonymous online questionnaires, semi-structured interviews, and dialogic interviewing techniques, drawing on summative results data to inform methodological triangulation of the findings. Data analysis combined thematic analysis, constant comparison, and direct interpretation within a grounded theory framework. Illustrative cases present the findings as thick descriptions of the influence of video-based interventions on the experience of six purposively and representatively selected participants. The chapter concludes that an integrated model of asynchronous video-enhanced learning, assessment, and feedback can promote increased reflexivity, enhance learner autonomy, and encourage meta-cognitive self-awareness, while affording greater inclusivity for students affected by dyslexia or Asperger's Syndrome.

scholarly journals Doctoral Students Living, Leading, and Learning During a Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 25-33
Author(s):  
Debra Bukko ◽  
Jaskaran Dhesi
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Future Research ◽  
Self Awareness ◽  
State University ◽  
Structured Interviews ◽  
Group Data ◽  
Focus Group Data ◽  
Uncertain Time ◽  
The Impact

Purpose: The purpose of this study was to understand the impact of COVID-19 on doctoral students’ personal, professional, and academic roles and factors contributing to their persistence during the pandemic.Research Methods: The researchers engaged in qualitative research at a California State University CPED-inspired Ed.D. program, using semi-structured interviews, document analysis and a focus group. Data were analyzed through the CPED mentoring and advising framework, transformative learning theory, and self-authorship theory.Results: Three themes emerged: a convergence of roles within home and virtual spaces, leading in a complex and uncertain time, and caring relationships encourage persistence.Implications: Participants experienced increased self-awareness and development of cognitive, interpersonal, and intrapersonal dimensions of self. Relationships between cohort members and with faculty were integral to student persistence during a time of significant change and uncertainty. Recommendations for practice within Ed.D. programs and for future research are offered.

scholarly journals The impact of peer mentoring on students’ physical activity and mental health

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonathan Glazzard ◽  
Anthea Rose ◽  
Paul Ogilvie
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Peer Mentoring ◽  
Leadership Skills ◽  
Relationship Building ◽  
Self Awareness ◽  
Peer Mentors ◽  
Structured Interviews ◽  
Content Type ◽  
The Impact

Purpose A peer-mentoring scheme was implemented in a secondary school using a physical activity (PA) intervention to improve mental health outcomes of students who were at risk of developing mental ill health. These students are referred to as mentees. The evaluation was a qualitative design using focus groups and semi-structured interviews. The participants reported an increase in PA in both peer mentors and mentees. By the end of the project many of the mentees recognised that they had increased their levels of PA, they were more aware of the benefits of PA and the relationship between PA and their mental health. In addition, mentees reported feeling more confident and were more confident in forming social relationships. Peer mentors reported developing many leadership skills during the project. These included improved communication, confidence, empathy for others, relationship building and improved self-awareness. The paper aims to discuss these issues. Design/methodology/approach Qualitative data were primarily collected from nine case study schools. Each visit included interviews with peer mentors, mentees and the Wellbeing Champion. Findings Mentees developed improved social confidence and were generally more positive after completing the intervention. Mentors developed leadership skills and greater empathy for their peers. Originality/value There is limited research on school-based PA interventions using peer mentoring to improve students’ mental health.

“Making It Okay”: Professionals in High-stress Environments Construct Their Understanding of the Impact of a Yoga-based Retreat Designed to Build Resilience

2021 ◽  
Author(s):  
Tegan Jemma Reeves ◽  
Natalie L. Dyer ◽  
Sara Borden ◽  
Jeffery A. Dusek ◽  
Sat Bir Singh Khalsa
Keyword(s):  
Psychological Health ◽  
High Stress ◽  
Self Awareness ◽  
Structured Interviews ◽  
Behavioral Skills ◽  
Program Impact ◽  
Self Compassion ◽  
Qualitative Exploration ◽  
The Impact

Abstract Background: While there is growing evidence for resilience building programs, to date research has not explored how professionals construct their understanding of program impact. Methods: Using a qualitative exploration of reflections on a yoga-based retreat at Kripalu Center for Yoga & Health, nested in a larger study, the current inquiry aims to explore long-term perceptions of an occupation-oriented program designed to improve resilience. Called RISE (resilience, integration, self-awareness, engagement), the immersion program was a 5-day professional development for professionals in high-stress jobs. Through a grounded constructivist lens, inductive coding and iterative thematic analysis was employedResults: Semi-structured interviews of 17 adult professionals who attended RISE, conducted 3 months after completion of the program, illustrated two integrated perceptions woven through five themes. Persistent threads of experiential learning and sense of permission provided structure for themes found. Five interrelated themes related to psychological health and workplace dynamics were: (1) use of acquired behavioral skills and practices; (2) lived mindfulness; (3) resilience to stress and emotion regulation (4) self-care and self-compassion, and (5) sharing with others. Conclusion: Findings provide meaningful interpretation of previously reported program efficacy by contextualizing perceived benefits within participants constructed understanding of change. Specifically, environmental, social, and experiential considerations have suggested implications for resilience building programs.

scholarly journals Impact of reflective writings on learning of core competencies in medical residents

2021 ◽  
Vol 6 (4) ◽  
pp. 65-79
Author(s):  
Yee Cheun Chan ◽  
Chi Hsien Tan ◽  
Jeroen Donkers
Keyword(s):  
Internal Medicine ◽  
Patient Care ◽  
Deep Level ◽  
Core Competencies ◽  
Reflective Writing ◽  
Internal Medicine Residency ◽  
Structured Interviews ◽  
Residency Programme ◽  
Context Of Learning ◽  
The Impact

Introduction: Reflection is a critical component of learning and improvement. It remains unclear as to how it can be effectively developed. We studied the impact of reflective writing in promoting deep reflection in the context of learning Accreditation Council for Graduate Medical Education (ACGME) competencies among residents in an Internal Medicine Residency programme. Methods: We used a convergent parallel mixed-methods design for this study in 2018. We analysed reflective writings for categories and frequencies of ACGME competencies covered and graded them for levels of reflection. We collected recently graduated residents’ perceptions of the value of reflective writings via individual semi-structured interviews. Results: We interviewed nine (out of 27) (33%) participants and analysed 35 reflective writings. 30 (86%) of the writings showed a deep level (grade A or B) of reflection. Participants reflected on all six ACGME competencies, especially ‘patient care’. Participants were reluctant to write but found benefits of increased understanding, self-awareness and ability to deal with similar future situations, facilitation of self-evaluation and emotional regulation. Supervisors’ guidance and feedback were lacking. Conclusion: We found that a reflective writing programme within an Internal Medicine Residency programme promoted deep reflection. Participants especially used self-reflection to enhance their skills in patient care. We recognised the important role of mentor guidance and feedback in enhancing reflective learning.

Reciprocity or negotiation in the psychological contract: a power perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Haris Ali
Keyword(s):  
Psychological Contract ◽  
Call Center ◽  
Employment Relationship ◽  
Future Research ◽  
Power Dynamics ◽  
Structured Interviews ◽  
Power Asymmetry ◽  
High Tendency ◽  
Content Type ◽  
The Impact

PurposeThe psychological contract literature is generally based on the assumption of reciprocity between employee and employer. The emphasis on reciprocity, however, largely downplays the implications of power dynamics in the employment relationship. In order to bridge this gap, the current research investigates psychological contract from the lens of power particularly focusing on reciprocity.Design/methodology/approachIn total, 43 semi-structured interviews are carried out with 37 employees and six managers of three call center companies in Pakistan. The technique of template analysis is used for data analysis.FindingsIn contrast to the assumption of reciprocity, the research findings highlight employees' perceived inability to reciprocate the employer's inducements on parity basis, because of their view of power asymmetry in the employment relationship. The results further suggest the high tendency among employees to attribute employer reciprocity largely to their managers. The findings also point toward divergence in the reciprocity perceptions of employees and managers in relation with the employers.Research limitations/implicationsThe emphasis on call centers bounds the generality of results. Future research is needed to further explore the impact of power asymmetry on reciprocity in organizations of other industries. With significant implications for the employment relations, negotiated contracts consider the exchange between employee and employer as an obligation rather than a voluntary act of kindness, as emphasized in reciprocity.Originality/valueThis research contributes to knowledge by emphasizing the significance of negotiation rather than reciprocation in the psychological contract. The negotiation approach efficiently recognizes the implications of power asymmetry that remain generally under-researched in the psychological contract literature.

scholarly journals Instructional leadership in Greek and English outstanding schools

2016 ◽  
Vol 30 (6) ◽  
pp. 894-912 ◽  
Author(s):  
Maria Kaparou ◽  
Tony Bush
Keyword(s):  
School Improvement ◽  
Instructional Leadership ◽  
Distributed Leadership ◽  
Professional Growth ◽  
Data Sets ◽  
Structured Interviews ◽  
Content Type ◽  
Leadership Culture ◽  
School Activities ◽  
The Impact

Purpose – The purpose of this paper is to examine instructional leadership (IL) in outstanding secondary schools within a centralised (Greece) and a partially decentralised (England) education context. Design/methodology/approach – Since the purpose of the study is exploratory, the researchers adopt a qualitative approach, employing a series of four qualitative case studies with the purpose of examining the impact of IL on student learning, teachers’ professional growth and school improvement, using the interpretivist paradigm. Semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practices and meetings, and scrutiny of relevant macro and micro policy documents are employed to enhance methodological and respondent triangulation. Findings – Recognising that IL is not confined to the principals’ leadership domain, a sense of shared and distributed leadership prevails in schools, while its implementation is inevitably linked to system constraints. The findings from the Greek schools link to the official expectations that principals operate as administrative rather than instructional leaders, while an unofficial instructional “teacher leadership” culture suggests potential for reconsidering leadership in Greek state schools. In contrast, the decentralisation of school activities creates the platform for the emergence of shared and distributed leadership within the English context, where school actors enact direct and indirect IL roles. Originality/value – This cross-country comparative study demonstrates theoretical significance in its focus on the collaborative and reciprocal nature of IL, while its empirical contribution lies in generating new knowledge on how IL is contextually bounded.

Utility of Schwartz Center Rounds in fostering compassion, communication, teamwork, and caregiver support

2009 ◽  
Vol 27 (15_suppl) ◽  
pp. e20640-e20640
Author(s):  
P. Mann ◽  
L. Schapira ◽  
T. Lynch ◽  
R. Penson
Keyword(s):  
Patient Care ◽  
Social Issues ◽  
Clinical Care ◽  
Cancer Center ◽  
Clinical Aspects ◽  
Structured Interviews ◽  
Caregiver Support ◽  
Emotional Issues ◽  
The Impact ◽  
Insight Into

e20640 Background: Schwartz Center Rounds are a multidisciplinary forum where clinicians discuss difficult emotional and social issues that arise in caring for patients with the goal of improving the patient-caregiver relationship. Rounds were initiated at the MGH Cancer Center in 1997 and have since grown to include 165 sites including 24 cancer centers nationwide. We report on a recent evaluation of the impact of Rounds. Methods: The Schwartz Center Rounds evaluation focused on three major research questions: 1) Do professional caregivers have increased insight into the non-clinical aspects of care after attendance at Rounds? 2) Is there increased teamwork among caregivers after attendance? 3) Do caregivers perceive increased support after attendance at Rounds? The evaluation included a retrospective survey of 256 caregivers at six sites where Rounds had existed for ≥ 3 years; 44 semi-structured interviews with participants at these sites; and pre/post surveys of 222 caregivers from ten hospitals newly implementing Rounds. Results: The highest percentage of attendees were nurses (35%), followed by physicians (23%), social workers (15%), psychologists (4%), physical therapists (6%) and clergy (5%). After attending Rounds, participants reported increased insight into psychosocial aspects of care; enhanced compassion; increased ability to respond to patients’ social and emotional issues; enhanced communication amongst caregivers; greater appreciation of colleagues’ roles and contributions. Attendees reported decreased feelings of stress and isolation and a greater sense of teamwork. Participants reported that Rounds discussions led to changes in institutional practices or policies. Conclusions: Schwartz Center Rounds provide a forum for discussion of challenging psychosocial and emotional issues arising during clinical care. Evaluation data suggests this educational strategy may enhance compassion, professional support, communication, teamwork, and instigate institutional changes that enhance patient care. We are currently exploring other outcomes, including but not limited to the impact of rounds on quality of patient care and patient safety. [Table: see text]

Professional Nurse Advancement Programs: The Face of Leadership at the Bedside

2018 ◽  
Vol 24 (2) ◽  
pp. 105-109
Author(s):  
Deborah Sharp ◽  
Elisa Haynes ◽  
Helen Lee ◽  
Cindy Bussey ◽  
Abla Afatsawo ◽  
...  
Keyword(s):  
Patient Care ◽  
Professional Growth ◽  
Personal Responsibility ◽  
Care Staff ◽  
Nurse Administrators ◽  
Professional Nurse ◽  
Patient Falls ◽  
Safe Patient Care ◽  
Bedside Clinician ◽  
The Impact

Aims and ObjectiveThis article reviews a professional nurse advancement program and describes how it benefits patient care, staff engagement, and patient satisfaction.BackgroundExisting literature notes that professional nurse advancement programs can empower nurses to improve nursing care at the bedside and contribute to a safe patient care environment.MethodThe article reviews the qualitative exploration of the activities of participants in a professional nurse advancement program to determine the impact on patient care and identify benefits of the program. The article summarizes findings from thematic and narrative technique analysis of semistructured interviews with nurses, nurse leaders, and nurse administrators, and reviews of nurses’ portfolio information.ResultsImplementation of a professional nurse advancement program correlated with decreased patient falls, increased bedside clinician involvement in research, and positive outcomes in nursing quality indicators.ConclusionA professional nurse advancement program fosters continued professional growth and opportunities for advancement; promotes pride, personal responsibility, and respect for self; and prepares and enables nurses to lead change in advancing health in communities.

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